The current study aimed at evaluating the effectiveness of a philosophy course offered to children, on aspects of their school engagement. School engagement is a structure which indicates that students can create personal relationships with their teachers in addition to the educational content. For this purpose, a quasi-experimental study was conducted on 7th grade students (n=128) from 4 classes at the same school as intervention and control groups. In the current quasi-experimental, pre-test post-test, case-control study, the independent variable was the philosophy for children (P4C) program (ten 60minute-sessions) and the dependent variables were the school engagement aspects including behavioral, emotional, and cognitive, as well as agency engagements. To analyze the data ANOVA method was used. The study indicated that the score of all 4 aspects of school engagement were significantly higher in the intervention group who attended the Philosophy for Children Program compared with the control group. Based on the obtained results, 28.2% of changes in total school engagement were attributed to the P4C program. The results show a significant increase in school engagement and its aspects. Philosophy for Children Program can be used to create an educational atmosphere with the highest relationship to students’ curriculum in which the students can rule out their learning behaviors with high motivation.